ELA8+Rural+Settings

toc =Topic= Students will continue to reflect on the settings of stories and events--from poems to novels and non-fiction. Students will also focus on text structure and its contributions to meaning. Students will begin writing arguments to support a point of view.
 * Rural Settings in North America: "It Happened in the Country" **

=**Common Core Standards**= //**Students will:**//
 * RL.8.5** Compare and contrast the structure of two or more texts and analyze how differing structure of each text contributes to its meaning and style.
 * RI.8.2** Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
 * RI.8.7** Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea.
 * W.8.1** Write arguments to support claims with clear reasons and relevant evidence.
 * SL.8.1** Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
 * SL.8.1c** Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
 * SL.8.1.d** Respond thoughtfully to diverse perspectives synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
 * L.8.4** Determine and clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
 * L.8.4c** Consult general and specified reference materials(e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 * L.8.4d** Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).

=**Suggested Student Objectives**= //**SWBAT:**//
 * Compare and contrast story characters, plots, themes, and settings in stories about rural North America;
 * Evaluate the structure of various texts and discuss the effect and affect of structure on their meaning;
 * Write an argument supported by clear reasons and evidence, about a memorable portrayal of rural North America;
 * Recognize nuances in meaning among similar words (e.g., rural, agrarian, agriculture, hamlet, village, country, countryside, rustic).

= Terminology/ Academic Vocabulary = Paraphrase || Disposition rural ||  plot  ||
 * ** Academic Vocabulary ** ||  ** Textual Based Vocabulary **  ||  ** ELA Vocabulary **  ||
 * Diverse perspective
 * synthesize ||  contribution  ||  exposition  ||
 * contradiction ||  valiant  ||  Rising action  ||
 * investigation ||  revelation  ||  Falling action  ||
 * engage ||  collaborate  ||  resolution  ||
 * collaborate ||  speculations  ||  External and Internal conflict  ||
 * Implicit and explicit textual evidence ||  surreal  ||  Theme (central message)  ||
 * Text structures ||  fathom  ||  Voice  ||
 * Compare/contrast ||  optimism  ||  tone  ||
 * Cause/effect ||  delirium  ||  mood  ||
 * Problem/solution ||  infernal  ||  nuances  ||
 * Chronological order ||  denouement  ||  style  ||
 * Finding Similarities and differences across texts ||  haven  ||  understatement  ||
 * Distinguishing fact from opinion ||  exhilaration  ||  symbolism  ||
 * || hoax  ||  setting  ||
 * || captivated  ||  genre  ||
 * || cull  ||  portrayal  ||
 * || fluke  ||  memoir  ||
 * || malice  ||  Point of view  ||
 * || forethought  ||  Main idea/Supporting Details  ||
 * || Chortle  ||  Sequencing  ||
 * || Corrode  ||  Paraphrasing  ||
 * || Inlet  ||  Summarizing  ||
 * || Elated  ||  Drawing inferences  ||
 * || Harried  ||  Supporting inferences  ||
 * || quaver  ||  Inferred meaning  ||
 * || Measly  ||   ||
 * || subpoena  ||   ||
 * || keel  ||   ||
 * || aspiration  ||   ||
 * || expound  ||   ||
 * || panoramic  ||   ||
 * || nostalgia  ||   ||
 * || sojourn  ||   ||
 * || stupor  ||   ||
 * || concede  ||   ||

= = =**Suggested Additional Readings**= //Misssing May// by Cynthia Rylant The Red Kayak by Priscilla Cummings Roll of Thunder, Hear My Cry by Milded D.Taylor "Barrio Boy" by Ernesto Galarza "Tom's Trip to the Country" "The Blanket" //The Umbrella Man and Other Stories// by Roald Dahl
 * Novels**
 * Stories**

"The Mending Wall" by Robert Frost "The Railway Train" by Emily Dickinson "The Courage My Mother Had" by Edna St. Vincent Millay //Spoon River Anthology// by Edgar Lee Masters
 * Poetry**

"Newspaper Accounts of Native American Hostility" from //Texts and Lessons for Content - Area Reading// "The Long Walk - Hweeldi" from nps.gov "Navajo Stories of the Long Walk Period" by Howard W. Gorman "The Navajo Code Talkers" from U.S. National Archives and Records Administration //Geeks: How Two Lost Boys Rode the Internet Out of Idaho// by John Katz "The Marginal World" in //The Edge of the Sea// by Rachel Carson //Never Cry Wolf: The Amazing True Story of Life Among Arctic Wolves// by Farley Mowat
 * Informational Texts**

"Indians Attack Settlers" "American Progress" by John Gast "Distant View of Niagara Falls" by Thomas Cole "Niagara Falls" “American Gothic” by Grant Wood “Gas” by Edward Hopper "Early Sunday Morning” by Edward Hopper “Cape Cod Evening” by Edward Hopper
 * Art, Music, and Media**

=**Resource Links**= []

[]

Emily Dickenson- “Railway Train”

Robert Frost-“Mending Wall”

Edgar Lee Masters –Spoon River Anthology

"The Courage My Mother Had" by Edna St. Vincent Millay



Edward Hopper- “Gas”

Edward Hopper- “Early Sunday Morning”

Edward Hopper – “Cape Cod Evening”

Art Work from Texts and Lessons for Content - Area Reading

=**Activities**= Introductory Class Discussion Note-taking on Literary Elements Research Project Informational/Literature Text Response Comparison Literary Response Informational Text Response Informative/Explanatory Writing Poetry Analysis/Recitation Writing an Argument Art and Informative/Explanatory Writing Word Study Grammar/Usage/Mechanics Vocabulary Word Wall Grammar Word Wall Missing May Activity- Summer and Cletus like to look at people they see in advertisements and make up stories about what kind of lives they lead. Pick a photograph from a magazine or a newspaper and try to write a story about what you imagine that person is really like.


 * Writing Assignments**

"You can’t keep dwelling on the past when you can’t undo it. You can’t make it happen any differently than it did. " What does the narrator mean by this? Paraphrase this statement in your own words. How does this statement connect to the theme of the novel?
 * 1.** Write a response that answers how the setting of the town of Deepwater affects May and Summer's emotional dispositions.
 * 2.** The narrator says,
 * 3.** Do you think that the relationship between Jamie and Claudia has changed from the beginning of the book through chapter four. If it has changed, describe the change. What events caused this change to occur? If not, explain how the relationship has stayed the same. Provide details, and explain your answer.

=**Major Assessments include:**=
 * QUARTERLY EXAM:** Write an argument describing most memorable portrayal of rural America that you have studied so far. What made it the **most** memorable of all?
 * Research Project on "Which animals became extinct due to the emergence of cities?"
 * Informative/Explanatory Essay which responds to the essential question, "What does the rural setting contribute to these stories?"
 * Grammar and Usage Check
 * Vocabulary Check
 * Missing May Project Assessment- Ob calls his whirligigs "The Mysteries," They even have strange names like "Fire" and "Love" and "Dreams." Imagine what these pieces might look like. Create a whirligig of your own portraying "the mysteries of life".

=**BACK to ELA8**=